Comparison or Perceptuol Training and Remedial Instruction for Poor Beginning Readers

Abstract

Two matched groups of beginning readers with equivalent degrees of risk for reading failure were provided, respectively, with supplementary perceptual training or remedial instruction using letters and words, in addition to receiving regular first grade classroom instruction. After 7 months of supplementary instruction, both groups had made equivalent advances in reading level, indicating that neither perceptual training nor remedial reading was the superior program.